Effect of School Heads’ Inspirational Motivation Leadership Practices on Students Academic Achievement in Public High Schools in Kumasi Metropolitan, Ghana

A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.

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Studying Academic Achievement-Related Outcomes Among African American Youth in Two Public High Schools Using a Cross-Sectional Survey Design

10.4135/9781526440549 ◽

2018 ◽

Author(s):

Charity Brown Griffin

Keyword(s):

Academic Achievement ◽

African American ◽

High Schools ◽

Survey Design ◽

African American Youth ◽

Public High Schools ◽

Cross Sectional Survey ◽

Cross Sectional

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Availability of School Counseling, Delinquent Behavior, and Moral Reasoning in Private and Public High Schools

PsycEXTRA Dataset ◽

10.1037/e413812005-515 ◽

2002 ◽

Author(s):

Amy M. Blankenship ◽

Elizabeth Rellinger Zettler

Keyword(s):

High Schools ◽

Moral Reasoning ◽

School Counseling ◽

Delinquent Behavior ◽

Public High Schools ◽

Private And Public

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College-Bound Figured Worlds: Case Studies of Three Urban High Schools

Education and Urban Society ◽

10.1177/00131245211027541 ◽

2021 ◽

pp. 001312452110275

Author(s):

Meredith R. Naughton

Keyword(s):

High Schools ◽

Thematic Analysis ◽

College Graduates ◽

Qualitative Case Study ◽

Figured Worlds ◽

Public High Schools ◽

Full Time ◽

Peer Mentors ◽

Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

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School Burnout Inventory (SBI)

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.1.48 ◽

2009 ◽

Vol 25 (1) ◽

pp. 48-57 ◽

Cited By ~ 232

Author(s):

Katariina Salmela-Aro ◽

Noona Kiuru ◽

Esko Leskinen ◽

Jari-Erik Nurmi

Keyword(s):

Academic Achievement ◽

High Schools ◽

Depressive Symptoms ◽

School Engagement ◽

Three Dimensions ◽

Vocational Schools ◽

Validity And Reliability ◽

Reliability Indices ◽

Upper Secondary ◽

School Burnout

This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.

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